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Descriptors:
Algebra; Computer Assisted Testing; College Mathematics; Mathematics Tests; State Universities; Computer Assisted Instruction; Undergraduate Study; Mathematics Education

Abstract:
Many colleges and universities today are faced with the problem of low student academic achievement in math. Some of them are trying to improve student academic achievement through the use of technology. Their proposed solution is to teach children how to use the technological tools available to them and integrate that technology into the curriculum to improve student achievement. The Department of Mathematics at Norfolk State University (NSU) realizes that the use of technology (and its integration into the mathematics curriculum) may be a possible solution to the problem of low student academic achievement in undergraduate mathematics programs. As a result, the Department integrated a computer-assisted assessment (CAA) system to expose students to new advances in technology and to improve student achievement in mathematics courses. The present CAA system has been in effect since the fall semester of 2000 for their Mathematics 101 course, a one semester developmental course in university elementary algebra. This paper is a description of that system. The following are appended: (1) Elementary Algebra syllabus offered by the Mathematics Department at NSU; (2) CAA deadline schedule; (3) sample CAA test; and (4) sample CAA final report. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (167K)

Descriptors:
Program Effectiveness; Federal Legislation; College Bound Students; White Students; Racial Differences; Scores; African American Students; Hispanic American Students; State Standards; Achievement Tests

Abstract:
The purpose of this study was to conduct a critical analysis of (1) the disparities between the SAT scores of Black and White students, and Hispanic and White students, for 2004 and 2005 and (2) what those disparities suggest about the effectiveness of the State of Virginia "SOL" program and the Federal "No Child Left Behind" (NCLB) program. The nationwide averages of Black and White students on the 2004 and 2005 overall, verbal, and math SAT were compared. Conclusions were drawn about the effectiveness of the "NCLB" program, based on the results of those comparisons. Comparisons were also done between Black and White students, in the State of Virginia, using their statewide overall, verbal, and math averages on the SAT, for 2004 and 2005. Based on those comparisons, conclusions were drawn concerning the effectiveness of the State of Virginia "SOLs". The same kinds of comparisons were done between Hispanic and White students and similar conclusions were made. The sizes of the gaps between Blacks and Whites, and Hispanics and Whites, were examined, along with their implications for what Black and Hispanic students, and colleges and universities, must do to accomplish the task of closing them. Results indicate that, based on overall, verbal, and math SAT scores, on a national level, the "No Child Left Behind" program has not helped Black students to catch up with their White counterparts, but, on the contrary, it has succeeded, for the most part, in leaving them further behind. The same was found to be the case for comparisons between Hispanic and White students. Comparisons of SAT scores of Black and White students and Hispanic and White students, at the statewide level revealed similar results, i.e., the State of Virginia "SOLs" did not decrease the gaps. If Black and Hispanic students are to be competitive (in the job market) when they finish college, the gap must be closed between the day that they enter college and the day that they graduate. Perhaps, instead focusing on helping the students that are behind to reach low or minimum standards, the State of Virginia "SOL" program and the "No Child Left Behind" program should focus on helping them to reach the highest level of education that they are capable of achieving. Future studies should focus on comparisons with other subgroups, i.e., females, Black males, students from low income families, etc. (Contains 6 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (105K)

Descriptors:
Calculators; Colleges; Computer Assisted Instruction; Computer Software; Computer Uses in Education; Educational Equipment; Higher Education; Trend Analysis; Universities

Abstract:
An analysis was made of the use of computing tools at the graduate and undergraduate levels in colleges and universities in the United States. Topics ranged from hand-held calculators to the use of main-frame computers and the assessment of the SPSSX, SPSS, LINDO, and MINITAB computer software packages. Hand-held calculators are being increasingly used in college and university classes. As this trend continues, it is forecasted that more institutions of higher education will either have to supply calculators for student use or require all students to buy the same type of calculator. Many computer software packages were used in college and university classrooms: LINDO was found to be good for use in courses involving contemporary mathematics, managerial accounting, and management of operation systems; MINITAB was good for quantitative analysis courses in business administration programs, in basic statistics courses, and in other statistics related courses; and SPSS and SPSSX, two very similar statistical software packages, were good for courses in basic statistics, advanced statistics, business administration analysis, education research, social science research, and psychological research. The implementation of these software programs was considered helpful in equipping students to face the challenges of the twenty-first century. Contains eight references. (GLR) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (337K)

Descriptors:
Cable Television; Check Lists; Distance Education; Educational Television; Evaluation Methods; Guidelines; Higher Education; Instructional Development; Media Selection; Program Implementation; Teacher Developed Materials; Telecourses; Videotape Recordings

Abstract:
Defining a telecourse as a series of lessons presented through the medium of television, this paper outlines four uses of telecourses and describes three different options for telecourse design: (1) use of commercially-available materials; (2) use of professor-developed materials; and (3) a combination of the two. Focusing on the professor-developed telecourse, this guide presents specific recommendations for the selection of a camera and an appropriate videotape format, selection of locations for filming the lessons, appropriate use of technical personnel in filming and editing, scheduling the filming sessions, selection of appropriate audiovisual aids, and use of resource people. Implementation issues are also discussed, including the selection of delivery and communication systems, student registration for courses, the structure of the initial class meeting, distribution of syllabi, selection of textbooks, types of assignments, maintaining student motivation, and test design and scoring. Finally, options for evaluating telecourse lessons are briefly described. A checklist, intended as a decision-making aid for professors developing their own telecourse lessons, is keyed to the options described throughout the text. (10 references) (GL) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (1329K)

Descriptors:
Academic Education; College Students; Educational Quality; Excellence in Education; General Education; Higher Education; Liberal Arts; Outcomes of Education; School Role; Student Development; Values

Abstract:
A liberal education (in which the student is exposed to a variety of different religions, political systems, economic systems, cultures, types of art work, and types of music) helps the student develop an appreciation of all these entities. In college, students are drawn from different states and school districts, and even different parts of the world. A part of a truly liberal education is the study of the history of engineering and mathematics. Physical education and leisure studies are also important. Such an education will affect society, providing a better work environment as people better understand one another's differences. A truly liberal education will help supervisors and managers realize that workers are capable of making a meaningful contribution to the company or organization, thus resulting in more loyal workers. It is through a truly liberally educated populace that it will be possible to build a great society, and America can become the great nation that the founding fathers intended it to be, where people of different races, sexes, religions, and national origins can find life, liberty, and the pursuit of happiness. A list of 10 suggested readings is appended. (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (201K)

Descriptors:
Admission Criteria; College Choice; College Graduates; Community Colleges; Enrollment Influences; Enrollment Trends; Financial Support; Higher Education; National Surveys; Private Colleges; Public Colleges; Regional Characteristics; Retrenchment; School Holding Power; State Surveys; Stopouts; Student Attrition; Student Financial Aid; Transfer Students

Abstract:
An examination of the effect of financial aid on college and university enrollment during a period of steady-state and decline is presented with a focus on the student's decision to go or not to go to college, to matriculate at a private or public college, to attend an in-state or out-of-state school, to transfer from a community college to a four-year college, or to go to graduate or professional school. Student financial aid is analyzed in terms of its effect on admissions policies, attrition and retention rates, stop-out rates, transfer rates, and graduate rates. Retrospective analysis is used to determine the effects, and literature related to student financial aid and published between 1970 and 1981 is reviewed. National, statewide, institutional, and districtwide studies are included. Most studies using a national or statewise base find financial aid significantly affects enrollment in American colleges and universities. Funding for both private and public higher education is ultimately tied to enrollment. Financial aid has been found to be a significant factor in the recruitment and retention processes, and it also helps students decide whether to attend a public or private institution. It will become even more important as institutions of higher education dip deeper into the lower socioeconomic groups in order to compensate for predicted enrollment deficits. With enrollments and financial aid decreasing, many private institutions will be hard pressed to find students unless the trend is reversed. Contains 21 references. (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (284K)

Descriptors:
Administrative Change; Administrator Role; College Administration; Higher Education; Leadership; Organizational Development; School Organization; Student Personnel Services

Abstract:
The study examined change in the role of Director of University Services and Auxiliary Enterprises (USAE) at the College of William and Mary (Virginia) as a result of reorganization of the Business Affairs Office. A review of the literature on organizational development and higher education leadership was conducted. A questionnaire was then designed and the nine members of the administrative staff of the USAE component of the Business Affairs Office were interviewed concerning attitudes toward the role of the Director, the place of USAE at the college, and related areas. Hypotheses to determine whether the change had reached completion were formulated which compared responses of old and new components of the USAE offices and of components directly and indirectly under USAE. Findings indicated that the change in the USAE segment of the Business Affairs Office had reached completion at the time of the study. This state of completion may have been due, in part, to the fact that many of the relationships the Director of USAE had with its components probably existed, informally, before the reorganization took place. 26 references. (DB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (913K)

Descriptors:
Higher Education; Institutional Evaluation; Politics of Education; Program Evaluation; Program Termination; State Agencies; State Programs; Statewide Planning

Abstract:
Statewide coordinating agencies are examined concerning their role in determining whether or not to establish new institutions, branch campuses, or professional schools, as well as in deciding which institutions to reallocate or eliminate and which research and public service activities to institute. The historical background and purpose of statewide coordinating agencies is also described. The question is raised as to whose viewpoint the agency really represents, the institution's or the state government's, and it is suggested that if it is not to be merely a capricious and arbitrary decision making body, it could represent the best interest of both parties. The coordinating agency, it is argued, cannot afford to be just a rubber stamp organization that merely approves every new proposal for an institution that is proposed by the state government and higher education. Rather, by considering each proposal on its own merit, the statewide coordinating agency will assure each body involved that the decision it reaches will be both fair and unbiased. Contains 7 references. (GLR) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (386K)